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Get students ready to the class by greeting them,
asking questions about their feelings.
Warm up
activity. T should divide Ls into 2
groups using two pictures with chocolate and
pizza.
(bread, soup, fish, ice cream,
chocolate, chips, pizza, cheese, )
Tell the learners about what
they are going to do today:
One, two, three …. eight and
today we will learn 8 new words.
Presentation
(D)Teacher
drills pronunciation of new
words correctly. Once they repeat
after the T, then they repeat
individually.
Example: This is an
ice-cream.
Task
1. (G) Says missing
words. Play a game “ Who is
faster?”
Teacher shows pictures of food
on the board and students name them all with their eye open. After
teacher says to close the eyes, teacher takes one card away.
Students open the eyes and name what is
missing.
Descriptor: A
learner
Remembers and name food and
drinks
Formative assessment: Three
faces
Pre-listening
(D) Teacher uses visuals of
different types of food to introduce /revisit food vocabulary.
Teacher models I like… I don’t
like in building up two
groups of food items on the board beneath a happy/sad
face.
(D) Teacher models and
drills words/sounds hmm, nice, yuk,
urghhh in relation to
choices.
Post-listening
Song. Teacher shows the video.
Children listen to the song and repeat the gestures. Children sing
and dance together.
Task 2.
(P) Ls have cards with new words.
They should ask their partner using these
cards. T will invite one L and model
to the class the next activity.
Do you like….? Yes, I do. It’s
yummy
Do you like ….? No, I don’t.
It is yucky! T will go around the class and listen their
conversation.
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№
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Success
criteria
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Yes
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No
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1
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I understand
question
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|
|
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2
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I can
ask
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|
|
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3
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I can answer the
questions
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Task 3. (I) Look at the
pictures. Say what you like and don’t
like
Example: It’s an ice cream. It’s
red. I like chocolate.
Teacher keeps the conversation
by asking questions: Is it yummy or
yucky?
Descriptor: A
learner
Peer
assessment: others listen when somebody
says a sentence and corrects or helps to say. Choose one more able
student to assess others by giving a sticker. But the teacher makes
the final decision.
Task
3. Explain the activity. The
pupils look at the pictures,
read the dialogue silently and
tick the pictures of the
food items that appear in the
dialogue. Allow the
pupils some time to complete
the activity. Check their
answers.
Answer
key
The pupils tick the milk,
cheese and the eggs.
Play the CD again pausing for
the pupils to repeat,
chorally and/or individually.
Assign roles and ask
individual pupils to read the
dialogue out loud.
•
For some learners: Select a
short exchange from
the dialogue for the pupils to
act out in pairs. Allow
them some time to rehearse
their exchanges.
Encourage them to come to the
front and perform
their exchanges.
Alternatively, assign roles and
have the pupils come to the
front and act out the
whole
dialogue.
•
For all learners: Ask the
pupils to take out
their story cutouts. Ask them
to shuffle them. Play
the dialogue for the first
frame. Ask the pupils to
show you the corresponding
cutout. Repeat with
the rest of the
dialogue.
Group
Assessment through finger
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27 Мамыр 2022
312
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